Improving the Students' Reading Comprehension Through Retelling Technique (Classroom Action Research at Third Year Students of MA Mir'atul Muslimien Grobogan 2012)
ABSTRACT
Khisbulloh, Dedy. 2012. Improving the Students' Reading Comprehension Through Retelling Technique (Classroom Action
Research at Third Year Students of MA
Mir'atul Muslimien Grobogan 2012).
A Graduaring Paper. Educational
Faculty. English Department. State Institute of Islamic Studies (STAIN).
Consultant: Maslihatul Umami, S. Pd. I, M. A.
Keywords: Reading Instruction; Reading Comprehension;
Retelling Technique
This research is aimed to improve the
students' reading comprehension through retelling technique. This research
examined how the profile of the use of retelling technique to improve the
students' English reading comprehension, How far the improvement of the students‟
reading comprehension of the third year students of MA Mir'atul Muslimien 2012
through retelling technique.
This
research was conducted in MA
Mir'atul Muslimien Jl. Kauman No 038 Ngambakrejo, Tanggungharjo, Grobogan. Twenty five students of the third year
students of MA Mir'atul Muslimien Grobogan 2012 were instructed through
retelling technique to improve their reading comprehension. The methodology of
this research used Classroom Action Research (CAR). There were three cycles to
give the students more opportunities to improve their understanding about how
to retell the passage well and effectively.
The results show
that the students' reading
comprehension improves significantly. The T-calculation results shows that the
T- calculation of cycle
I is 17,69,
cycle II is
16,4, and cycle
III is 20,9.
This technique uses the students' cognitive skill to recall the text
that they have read. This technique can help the students to remember the
information and the details of the text and to rewrite the gist of the passage.
In the implementation of retelling technique, the students could enrich their
vocabularies and be confident to recall and rewrite what they have read. They
also performed their understanding with good connecting the information to
another details. Based on the results, the research recommends using retelling
technique in reading instruction.
CHAPTER I
INTRODUCTION
A. Background of Research
Reading is one of language competences
that have important role. This competence is acquired to develop understanding
about others‟ idea through a book or writing form. By reading, people are able
to observe the idea given by the writing. This is common that ideas are
revealed by writing form. (Beene &
Kopple, 1992, p. 2) states
“most ideas, issues,
and information are communicated through writing.” By this reason,
people are required to have good skill in reading comprehension. This skill is
able to help them find out the new idea by their critical thinking. In
addition, in fact, many modern countries have good reading culture such as
America, Japan and Australia. This means that to increase the quality of a
country, the society should be aware to read from other sources.
In order to increase the human source,
reading culture has to be promoted in a country. This would make the country
more qualified in every field. Indonesia is then one of development country
which needs also reading culture for the society to increase the quality of the
human source. This effort has been designed
by the government
for every level
of education in Indonesia. Every Indonesian student has to
face reading lesson in English class. Reading is also one of the competences of
English that is considered as their final examination.
However, the problems sometimes arise
when people are getting difficulty in understanding the main idea of writing
text. They read the whole chapters of a book but they cannot reveal what
contain of that book. This problem also occurs for some second language (L2)
learners. The second language (L2) learners are usually having difficulties in
understanding the main point of what they have read. The learners actually know
throughout the meaning of single word of the texts but they do not really
understand the ideas given by the writer of that text. After repeating the
reading, the L2 learners probably understand what they have read. However, the
problem is that they are easy to forget it when they move to the next text.
This happens also in the instruction process. When the instructor command to
the learners to tell about what they read, they for many times say “I have
nothing to tell” or “Sorry I don‟t remember”. The comprehension that the
learners get will lose easily because they do not understand deeply of the
texts. The learners should aware that reading is necessary for them and they
have to struggle in constructing the conceptual text. ” Comprehension doesn‟t
“happen” at one point; rather, it is a process that takes place over time
(Blachowicz & Olge, 2008, p.27). To be the good readers, they are acquired
to have collective efforts in comprehending a text. Regarding with
the above problems,
the instructor should
use a strategy to solve this
problem. The strategy to teach appropriately will help either the
learners or instructor
make the learning
process effectively.
Iskandarmassid and Sunendar (2008)
explain that in the learning process of every level, the instructor needs to
find the appropriate learning strategy in order to obtain the goal of the
learning. In the context L2, the instructor can implement the practically best
approach in teaching the learners about how read English text. This competence
needs some strategies to catch Reading Comprehension, the strategy to read effectively
in order the L2 learners comprehend the provided ideas of texts. For a couple
of times, the study of Reading Comprehension is examined to help people
understanding how to read effectively and to construct the meaning to the
target language, using the text information to build conceptual understanding.
In order to comprehend meaning from
text, the instructor should engage the learners in the learning process. The
participation of the learner enables them think critically during reading. They
will gain much information of the text and the gist. Blachowicz and Olge (2008)
argue “Oral reading, dramatic reading, and forms of interpretation provide
powerful ways to help students connect the emotions and perspective of
characters”. This implies that by totally engaging in the reading the students
will feel that they are involved in the text. To recall the memory of the text
information, they then should be able to reveal in their own text or paraphrase
them. Here they will stick the gist and gain the information or understand the
ideas delivered by the writer of the text.
Based on the above explanation, the
writer is going to specify the teaching
reading by applying
retelling technique to
boost the students‟ reading comprehension. The
researcher then titles this writing by “Improving the Students‟ Reading Comprehension through Retelling Technique (Classroom Action Research at the Third Year Students of MA Mir‟atul Muslimien Grobogan2012)”.
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